SaltilloProductsHandoutandMore
NovaChats
•
•
•
•
•
•
•
•
•
BuiltonAndroidplatform
Sizes:5/8/10/12/ChatFusion10**
Weights:.55/1.35/1.95/2.86/2.40
Coloredboots:gray/purple/limegreen/blue
SymbolStix,PCS,photos
Built-incamera
Rangeofvocabularyfiles
o Phrase
o Word
o Spelling
o Combination
VocabularyFiles
o MulitChat15:Student,Adolescent,Adult
o 4-Basic
o Essence
o myCore
o myQuickChat–adult,child
o Spelling
o VocabPC
o WordPower:20/24/30/42/60/80/108
Customizable
NOTES
**ChatFusion10–wireless
charging,multipleaccess
methodsincluding
headpointing(ChatPoint)and
advancedscanningfeatures.
Fundingassistance:
www.prentrom.com/funding
TouchChat
•
•
•
•
•
•
AppforiDevices
Full-featuredcommunicationsolution
SymbolStixorphotos
Fourpre-loadedvocabularyfiles
Additionalappscanbepurchased
o WordPower:20/24/30/42/60/80/108
o SpanishWP45
o Gateway
o Pixon
o iEssence
o TalkAboutAAC
o Hebrew
Support
o touchchatapp.com/support/videos
o http://touchchatapp.com/support/videos/TCW
P_60_Location
TouchChatExpress
•CombinesTouchChatapp,iPadandChatWrapina
bundle.
BethSaunders,Fall2016
1
TouchChatExpressFeatures
•TCwithWordPower
•BothEnglish&Spanish
included.
•Single&dualscanning.
Wordprediction.
•Durablecase&amplifier.
•Cost:$3995.Funding
available.
Accessoriesforpurchase:
•Keyguards
•Wheelchairmountingplate.
ChatEditor
•
•
•
•
•
SoftwareforPC
FREEfromSaltillowebsite
Supporttool;notSGD
CreatepagesetsoncomputerthentransfertoNCorTC
SymbolStixandphotostransferable
•
• Characteristicsof“core”vocabulary
• Smallnumberofwords.
• Highfrequencyofuse.
• Used80%oftimeindailyconversation.
• Usefulacrossallenvironmentsformosttopics.
• Containsavarietyofpartsofspeech:
o verbs,pronouns,adjectives,adverbs,etc.
• Wordflexibility-differentwordclasses.
• Usefulinlargevarietyofcommunicationfunctions.
• Potentialforexpandingutterancelength.
• Lesspagestosearch.
Characteristicsof“fringe”vocabulary
•
•
•
•
•
•
•
•
•
Largenumberofwords.
Lowfrequencyofuse.
Used20%oftimeindailycommunication.
Limiteduseinenvironmentandtopics.
Mostlypropernames/nouns.
Lesswordflexibility-limitedwordclasses.
Usefulinfewercommunicationfunctions.
Lesspotentialforexpandingutterancelength.
Requiresmultiplepages.
GoalsforAACusers
•
•
•
•
•
•
•
•
•
Communicatewithpeersandadults
LearnLanguage
Initiate–notjustrespond
Makefriends
Gainindependence–saywhattheywanttosay++
Learneducationalcontent
Participateinclassorworkplace
Learncauseandeffect
Socialskills
BethSaunders,Fall2016
2
NOTES
MythsaboutAAC
•
•
•
•
•
•
•
•
•
Cognition–toolowtolearnAAC
Behavior–havetobeundercontrolfirst
Proofofdesire–don’tthinkheactuallywantstocommunicate
Hierarchy–none,tryeverything
Motorskills–needbiggerbuttons
Age–havetobeacertainagefordevice
Verbalspeech–canalreadytalk
Symbolrepresentation–understandbeforetheycan
usedevice
Hinderverbalization-consistentauditoryfeedback
providesamodel&frequentlyimproveverbalspeech
skills.Often,a“sideeffect”.
ReasonsAACUsersdon’tusetheir
device/systems
•
•
•
•
•
•
•
•
Usersdon’thaveanythingtosaybecausethedevice
doesn’thavethevocabularyneededtosaywhatthey
wantittosay.(vocabularyselection)
Usersdon’tunderstandwhat’sexpected.
Devicescontainmessagesthatarenotimportant.
Usersgetwhattheywant/needwithoutthedevice.
Usersdon’twanttoappeardifferent.
Peopleinterpretforthem.
Familiarpeoplecanunderstandtheirspeech(or
anticipatetheirneeds).
Thedevicehasbeenusedasatoolforacademic
learning,notcommunication.(motivation)
Communicationpartners’behaviorsthatdonot
facilitatecommunication
•
•
•
•
•
•
•
•
•
•
•
Talktoomuch.
Asktoomanyquestions(sometimesmorethanoneat
atime).
Don’tprovideenoughwaittime.
Askyes/noquestions.
Donotmodeldesiredvocabulary
Donotmodelcorrectresponse
Positionofdevice/materials
Positionofparticipants
Noopportunitiesforturn-taking
Limitedopportunitiestopracticesymbol
combinations
Toomuchverbalprompting
BethSaunders,Fall2016
3
NOTES
FivethingsNOTtosaytoAAClearners–CaroleZangari
1. “Showme[onyourdevice].”(Instead,buildthelanguageofcommunication,withdirectivessuch
as“Tellme”or“Sayit.”)
2. “Presstheswitch.”(Instead,refertothefunctionthattheswitchisbeingusedfor.E.g.,“Makeit
go”)SeeIanBean’sgreatpostonthissubject.http://senict.blogspot.co.uk/2011/11/pressswitch.html
3. “Tellmeonyourtalker.”(Iftheytellyouoneway,andyouunderstoodthemessage…celebrate,
reward,andencourage!Ifyoumakethemrepeatthemselvesusingadifferentstrategy,theymay
cometoviewcommunicationusingAACasachore.Andthat’snotsogoodformotivation…)
4. “Iknowyoucandoit.Youdidityesterday.You’rejustbeingstubborn.”(Therearelotsofgood
reasonsforinconsistencybutevenifthatwasn’tso,thereisnoroomforcallingsomeonestubborn
inaprofessionalcontext.)
5. “Hurryup.”(Just.Wait.)
Modeling
•
•
•
AACusersneedtoseehowtheirwayofcommunicatingworks.
ModelingisanAACtechniquesupportedbyresearchandclinicalexperienceasaneffectivewayto
teachlanguage(vocabulary&grammar),responsivenessanduseofAAC(Goossens’,Crain,Eler,
1980;Binger&Light,2007;Becketal,2009).
ThistechniqueisoftenreferredtoasAidedLanguageStimulation(ALS).
Ø Inputbeforeoutput(L.Burkhart)
Ø Allchildrenlearnfrommodeling
Ø Learningsomethingnewtakestime
Researchresultsinfavorofcorevocabulary
•
•
•
•
•
AACoptionsthatconsistprimarilyofnouns&descriptorsarelimiting.
Nounsanddescriptorsrestrictuserstorequesting&labeling.
Pre-storedmessagesrestrictabilitytocommunicateanythingnovel.
Notflexibleenoughtomeetmostcommunicationneeds.
Imposeceilingsonlanguagedevelopment.
Functionalcommunicationislearnedthroughbroadexperiencesthatprovidemultiple
opportunitiesforrepetitionofconcepts,useofvocabularyandconversationsthataremotivating.
Studentsneedtolearnthepowerofcommunication.
•
•
•
•
•
•
•
•
•
•
Initiate/callattention
Greet
Accept
Reject
Request
Name
Acknowledge
Answer
Comment
Expressfeelings
BethSaunders,Fall2016
•
•
•
•
•
•
•
•
•
•
4
Assertindependence
Askquestions
Shareinformation
Relateevents
Talkaboutpast/future
Negotiate/bargain
Stateopinions
Makeupstories
Expressmanners
Showconsideration
Planforteachingcorevocabulary
•
•
•
NOTES
Knowyourstudent/client:SETT
Createwaystoelicitwords:ActivityFirstandTarget
Activities
Providelotsofopportunitiestopractice
SETT=Student,Environment,Task(s),Tool(s)
CriticalElementsofSETT
• Sharedknowledge
• Collaboration
• Communication
• Multipleperspectives
• Pertinentinformation
• Flexibility
• On-goingprocess
Wheretobegin
•
•
•
•
•
•
•
•
•
•
•
Keepmotorplanconsistent
Worktowardautomaticity
Teachthepattern
Timetoexplore
Hidekeys**
Modeldeviceuse
Givefeedbacknomatterwhatissaid
Usenaturalsettings
Increaseexpectations
Providecommunicationopportunities
Teachcorewordsfirst
Opportunities
•
•
•
•
•
•
•
Readastory
ActivitiesoniPad,etc.
Playagame
Crafts
Roleplay
Reallifeexperiences
Classroomroutinesandcurriculum
TargetActivities
• PickWordsFirst
•
ActivityFirst
BethSaunders,Fall2016
5
AuthenticCommunication
•Whataretheclient’scommunicativestrengths?
•Whataretheclient’scommunicativeweaknesses?
•Whataretheskillscontributingtothestrengths?
•Whatskillsaredeficientandthereforecontributingtotheweaknesses?
•Whichofclient’sskillscanbeusedtocompensatefordeficiencies?
•WhichskillsthatarelackingcanIactuallyhelptheclientattain?
•WhatdoIwanttoworkonfirst?Andnowanswer:Whydoyouwanttoworkonthatfirst?Thatanswerwill
helpyoudetermineifyouhavemadeaviablechoice.
•Whatarethetasksyouwillhavetheclientcompleteorengageintoworkontheskill?
•Whatsupportswillyouprovidefortheclient?
PointstoPonder
•
•
•
•
•
•
Provideaccesstocorevocabularyineveryway.
Ø Notech,lowtech,hightech
Don’tunderestimatetheamountofvocabularyneeded.
Ø Findingthebalancebetweentoofewandtoomanytakessomeclinicaljudgment-there
arenohardandfastrules.
Keeptheprocessmoving.
Ø Addmoresoyoucanbegintoexposethemtonewvocabulary.It’safluidprocess.
Providefrequentopportunitiesforcorewordpractice.
Expecttoprovidealotofsupport.
It’snotaboutmastery.
Ø Wedomoreharmbyrestrictingaccesstovocabularythanwedobygivingthemtoo
manywords.
Resources
•AmericanSpeech&HearingAssociation(ASHA)-http://asha.org
•PrAACticalAAC–Supportsforlanguagelearning-http://praacticalaac.org/?s=teaching+core
•SaltilloCorporation:Training,Support,andImplementation-http://saltillo.com
•LessonPix–Customizedlearningmaterials-http://www.lessonpix.com
•TarHeelReader-http://tarheelreader.org/
•EveryDayAACbyAshleyRobinson–https://everydayaac.com/
•UniquelearningandNews2You–N2YLibrary-https://www.n2y.com/Unique/N2YLibrary#unique
•SETTFramework-http://joyzabala.com
BethSaunders,Fall2016
6